We Need A Movement — Bystanders No More In Education’s Downfall
As we join others in this Education Consumers Clearinghouse blog in showing our dismay about education systems’ dysfunctions we must also recognize that we stand judged. I’m as guilty as anyone for inaction, helplessness, sense of defeat and a strong desire to retreat entirely from the fray.
Robin, who runs the blog — Invisible Serfs Collar — from which we have been reading, says her aim is to inform, not advise. By directing “sunlight” on these looming and menacing “transformations” in education she feels that that “is the best disinfectant I can think of”. After years of posting these alarms the latest is about psychological reshifting from natural biological imperatives toward anticipatory (preemptive) behaviors acquired through schooling practices such as group (collective) work and collaboration — all while the race continues toward greater use of data-gathering, robotics and artificial intelligence in “education” of the young (more like training).
William feels duty-bound to bring forth warnings such as Robin’s to our attention — “our ‘educational leaders’ do not want children to learn how to read, lest they select texts that are not designed to create the new society.”
Martin and Will bemoan the fact that schools are refusing to teach reading — comments seeming more like “shrugs”, “that’s the way it is”, “what can be done about it, anyway?” — rather than any call to action.
Deborah, ever active as columnist and local politician, writes about rescuing her son from schooling disaster and informs us that her district has just added a third “behavior skills” containment center — my guess, more for avoiding embarrassing dropout figures than real help.
My own response to this conversation — also helplessness and utter dismay that the dangers foreseen and forecast are not being taken seriously or counteracted. BUT, I can add two more sad, related bits of bad news:
– Homeschooling is being used in Indiana as a punishment and way to push-out difficult students to avoid dropouts and “expelled” figures and perversely, to boost test scores by removing poor performers. The homeschooled students are then counted as “transfers” and not losses or a black mark to the system. — http://www.educationviews.org/districts-homeschooling-punish-students/
– There is to be in the next few years a massive world campaign to promote teaching of reading to children in developing countries. The work has been done — needs-assessment tools have been field-tested — protocols for community involvement have been mapped out, etc. What remains is for the Ministries of Education of the developing nations to then adopt the methods for implementing the reading programs. BUT, the literature involved already foresees a problem — “The reading ‘wars’ are alive and well in many low-income countries, often miring ministries of education and teaching centers in seemingly endless debates between the ‘whole-language’ and ‘phonics-based’ approaches.” (pg 11 of 1st edition , 2009, EGRA Early Grade Reading Assessment)
My Question: Do we continue to agonize and bringing forth our outrages? Or, is there more that can be done? It’s not really bystander apathy that is displayed here but — even as people capable in our own little worlds — nonetheless in the world of education we are overwhelmed by a juggernaut that enfeebles us. Any good news? Any ideas for action?